Self-Regulation, Language Skills, and Emotion Knowledge in Young Children From Northern Germany

Salisch, Maria von; Haenel, Martha; Denham, Susanne A.

doi:10.1080/10409289.2015.994465

Cited by 31 publications

(27 citation statements)

References 34 publications

(48 reference statements)

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“…Second, we utilized cross-lagged path models to test for the directionality of effects. Third, we tested concurrent and cross-lagged associations while controlling for the effects of child receptive language skill and gender, as past research indicates that boys and children with low receptive language skill tend to demonstrate lower emotion recognition skill and more problem behaviors than girls and children with high receptive language skill (Sette, Bassett, Baumgartner, and Denham 2015; Strand, Downs, and Barbosa-Leiker 2016; von Salisch, Haenel, and Denham 2015; von Salisch, Haenel, and Freund 2013).…”

Section: The Present Studymentioning

confidence: 99%

Bidirectional Linkages Between Emotion Recognition and Problem Behaviors in Elementary School Children

et al. 2017

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Cross-sectional studies support negative associations between children's skills in recognizing emotional expressions and their problem behaviors. Few studies have examined these associations over time, however, precluding our understanding of the direction of effects. Emotion recognition difficulties may contribute to the development of problem behaviors; additionally, problem behaviors may constrain the development of emotion recognition skill. The present study tested the bidirectional linkages between children's emotion recognition and teacher-reported problem behaviors in 1 and 3 grade. Specifically, emotion recognition, hyperactivity, internalizing behaviors, and externalizing behaviors were assessed in 117 children in 1 grade and in 3 grade. Results from fully cross-lagged path models revealed divergent developmental patterns: Controlling for concurrent levels of problem behaviors and first-grade receptive language skills, lower emotion recognition in 1 grade significantly predicted greater internalizing behaviors, but not hyperactivity or externalizing behaviors, in 3 grade. Moreover, greater hyperactivity in 1 grade marginally predicted lower emotion recognition in 3 grade, but internalizing and externalizing behaviors were not predictive of emotion recognition over time. Together, these findings extend previous research to identify specific developmental pathways, whereby emotion recognition difficulties contribute to the development of internalizing behaviors, and early hyperactivity may contribute to the development of emotion recognition difficulties, thus highlighting the importance of examining these processes and their mutual development over time.

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Section: The Present Studymentioning

confidence: 99%

Bidirectional Linkages Between Emotion Recognition and Problem Behaviors in Elementary School Children

et al. 2017

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“…Hence, adequate self-regulation positively impacts children’s social development. Regarding the links between self-regulation and verbal abilities, children’s successful self-regulation has been positively associated with language skills ( von Salisch et al, 2015 ) and success in school ( McClelland and Cameron, 2011 ; Allan et al, 2014 ; McClelland et al, 2014 ; Weis et al, 2016 ), even after controlling for socio-economic status ( Edossa et al, 2017 ). Suchodoletz et al (2009) demonstrated that the capacity to self-regulate behavior during kindergarten was related to reading and writing skills in school in a one-year follow-up.…”

Section: Introductionmentioning

confidence: 99%

Relations Among Maternal Life Satisfaction, Shared Activities, and Child Well-Being

et al. 2018

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Maternal well-being is assumed to be associated with well-being of individual family members, optimal parenting practices, and positive developmental outcomes for children. The objective of this study was to examine the interplay between maternal well-being, parent-child activities, and the well-being of 5- to 7-year-old children. In a sample of N = 291 mother-child dyads, maternal life satisfaction, the frequency of shared parent-child activities, as well as children’s self-regulation, prosocial behavior, and receptive vocabulary were assessed using several methods. Data were collected in a special study of the Socio-Economic Panel Study (SOEP), a representative longitudinal survey of private households in Germany. Using structural equation modeling, significant positive direct and indirect relations between maternal life satisfaction, frequency of shared parent-child activities, children’s self-regulation, prosocial behavior, and receptive vocabulary were found. The more satisfied the mother was, the more she shared activities with her child and the more the child acted prosocially. Furthermore, the higher the frequency of shared parent-child activities, the higher the child scored in all three analyzed indicators of children’s well-being: self-regulation, prosocial behavior, and receptive vocabulary. The current study supports the assumption of maternal well-being as the basis of positive parenting practices and child well-being.

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“…There may also be influences on literacy outcomes via the relations between oral language skills and social development. Like oral language competence, early social competence has been linked to later academic achievement, in this case via positive school adjustment and engagement in collaborative learning with peers (Denham & Brown, 2010;Taylor et al, 2004;Von Salisch et al, 2015). Moreover, social competence has a close link to oral language competence (St Clair et al, 2011;Mok et al, 2014).…”

mentioning

confidence: 99%

Pathways from the early language and communication environment to literacy outcomes at the end of primary school; the roles of language development and social development

Gibson

Newbury

Durkin

et al. 2020

Oxford Review of Education

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Self-Regulation, Language Skills, and Emotion Knowledge in Young Children From Northern Germany

Cited by 31 publications

References 34 publications

Bidirectional Linkages Between Emotion Recognition and Problem Behaviors in Elementary School Children

Bidirectional Linkages Between Emotion Recognition and Problem Behaviors in Elementary School Children

Relations Among Maternal Life Satisfaction, Shared Activities, and Child Well-Being

Pathways from the early language and communication environment to literacy outcomes at the end of primary school; the roles of language development and social development

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